LIBRARY OF CONGRESS 

029 483 702 4 



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DEPARTMENT OF THE INTERIOR 
BUREAU OF EDUCATION 



BULLETIN, 1919, No. 3 



HOME EDUCATION 



By 
ELLEN C. LOMBARD 

SECRETARY. HOME EDUCATION DIVISION 



Advance Sheets from the Biennial Survey of Education 
in the United States, 1916-1916 




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HOME EDUCATION. 

By Ellen C. Lombabd. 
Secretary, Home Education Division. 



The conservation of childhood and youth is a problem that is 
occupying the attention of educators, publicists and welfare workers 
in this and other countries. Conservation of child life is not sep- 
arable from the problem of conservation of womanhood. During 
the past two years greater service was demanded from the women 
throughout the country. Some were called upon to take the places 
of men who had joined the army ; some were left to assume the double 
duties of father and mother. Help must be given to broaden the 
outlook of the women, many of whom live in homes so isolated that 
opportunities for development are lacking. The viewpoint of the 
men who have been across the sea has been liberalized by contact 
with foreign lands and peoples. It will help in the readjustment 
of the returning forces if each agency of general welfare will con- 
sider the needs of the home in working out programs. 

ENGLAND. 

Schools for mothers. — In England and Wales schools for mothers 
have been authorized under the Government board of education. 
Under the new regulation, existing or contemplated schools for 
mothers will receive Government grant-aid each year for promoting 
the care, training and physical care of infants and young children. 

Schools for mothers are described as educational institutions pro- 
viding training and instruction for mothers in the care and manage- 
ment of infant and young children. Instruction is to be under three 
heads: Systematic classes, home visiting, and infant consultation. 
Provision of specific medical or surgical care is to be only incidental. 
Payments of grants will be made upon the basis of the work done 
by the institution during the previous year. This work will be co- 
ordinated with existing institutions, such as maternity centers, baby 
clinics, and infant dispensaries. 

A writer in " The Home Nursery School " points out that the par- 
ents' responsibilities do not end in bringing children into the world, 
feeding and clothing them, and sending them to school. The chil- 

98220 -—19 1 a 



4 • HOME EDUCATION. 

dren have a right to a definite place in the home. This is universally 
acknowledged among the middle and upper classes. The children 
have their nursery, their own room, where they keep their own things, 
and, within certain well-defined limits, do as they like. You do not 
find these children in the streets after school hours, and this not 
only because they are not allowed there, but because they find in their 
homes sufficient interests to keep them there. Then he speaks of the 
impossibility of setting aside a room in the workingman's home solely 
for the use of his children, and remarks that the inability to provide 
such an apartment is not a sufficient reason for giving the children 
no place at all. He further says : 

In these days of self-sacrifice when those among us who are wise look 
into the future with longing and hope and plan for a better world, we must 
strain every nerve to provide the best we can for the children, realizing that it 
is they who will come into the good heritage purchased by the blood of their 
fathers. They are the pivot on which all will turn, and we must do our part 
now to give them the best education possible, built up on the strongest, deepest 
religious basis. So we see clearly that they must have their rights, their share 
in the home, a definite place that belongs to them. 

UNITED STATES. 

In the United States, governmental, State, and local child-welfare 
agencies are devoting their energies to building up a strong and 
intelligent generation. 

An appeal to conserve childhood and youth has been made to 
business men, to parents, to teachers, and to churchmen by Margaret 
Slattery in The Second Line of Defense. She says: 

The American home needs once more to be the center of inspiration for deeds 
that must be done for the new liberty and the true democracy, struggling more 
desperately than ever it has struggled since the world began to free itself from 
the bonds that bind. The intelligent American home created by two people 
who have had every material advantage is failing in its duty if, in these days 
when the world fights for the very existence of the principle of the right of the 
weak, they do not instill into the hearts of their children the fundamental 
principle upon which brotherhood is built. 

If parents permit their children to grow up in an atmosphere of autocracy 
and special privilege, it will mean not only shrinking their souls, warping their 
minds, cheating them of their rights as American children, but it will mean 
threatening the future of the Nation with more dire calamity than it faces 
to-day overseas. 

America calls upon parents * * * to look to their own sons and daugh- 
ters ; to teach them the meaning of love for God and love for man ; to train them 
in ethics; to train them in a sincere hatred of shams, a deep love of truth, a 
passion for justice; to show them the folly of extravagance. * * * It is 
their right to be taught from the very beginning that no one on earth can 
legitimately get " something for nothing," that every human being owes some- 
thing to his brother, and that work is the greatest gift of God. 



HOME EDUCATION. 5 

WORK OF FEDERAL GOVERNMENT IN HOME EDUCATION. 

Department of the Interior. — The Federal Government through 
the home education division of the Bureau of Education has reached 
over a half million homes with some kind of educational material. 

Through the cooperation of over 75,000 women, especially selected 
because of their qualifications in rural districts in 2,100 counties, it 
became possible to reach more than 70,000 mothers of little children 
under 3 years of age, with information regarding the care and train- 
ing of the children. 

Several publications were used to carry on the work for child wel- 
fare, among them being : 

Care of the Baby ; Save the Baby ; Duty of Parents in Regard to Sex ; Care 
of the Baby in Hot Weather; Reprint of the Chapter on Home Education, 
Commissioner's Annual Report, 1916 ; Reading Course for Parents ; Neighbor- 
hood Play; Circular Letter No. 1, 1916-1917, Problems of the Boy and Girl 
in the Home; Circular Letter No. 3, 1916-1917, Problems of the Foreign 
Mother in the Home ; How to Select Food ; One Thousand Good Books for 
Children. 

Field work for the extension of home education. — Three tours in 
the interest of home education and child welfare were made. Special 
collaborators held meetings in the following towns and cities : Lees- 
burg, Fredericksburg, Danville, Bristol, and Abingdon, Va. ; Ashe- 
ville, Lincolnton, Wadesboro, and Greensboro, N. C. ; Rock Hill, 
Florence, Columbia, Lancaster, and Charleston, S. C. ; Augusta, At- 
lanta, Macon, Milledgeville, Dallas, Marietta, and Fairy, Ga. ; Talla- 
hassee, Tampa, Miami, Eustis, Tavares, Avon Park, Clearwater, 
Clermont, St. Petersburg, Haines City, Monte Verde, Fort Pierce, 
and West Palm Beach, Fla. ; Montgomery and Birmingham, Ala. ; 
Columbus, Miss. ; and Chattanooga and Nashville, Tenn. The result 
of this work was evident in the organization of parent-teacher asso- 
ciations. 

Some of the typical requests for help have been for material on sub- 
jects as follows : Something to help bring up the children right ; ma- 
terial to better the home ; literature on moral training ; on home 
making and child nurture ; home study for boys and girls ; bulletins 
on home matters ; literature for a population of Swedes and Cornish, 
German, Dutch, and Irish ; care of the sick ; books suitable to children 
who have completed the common-school course; help for bringing 
the home and the school together; reading matter on plays and 
games ; literature on the care and training of children ; outlines for 
programs for child study; literature for the formation of parent- 
teacher associations where there is no church, no society of any 

kind. 

Rome reading circle. — In order to answer some of the demands it 
was necessary to institute the home reading circle with selected 



6 . HOME EDUCATION. 

courses on various subjects. Committees of specialists selected the 
books in these courses with the cooperation of the Bureau of Edu- 
cation. 

Three new courses were issued during 1916-1918 in addition to 
seven courses previously distributed. They are listed as follows : 

Course No. 7, Thirty World Heroes : 1. Moses : Exodus and Deuteronomy ; 2. 
Socrates : Dialogues and Discourses of Plato, Socrates ; 3. Alexander : Alex- 
ander the Great ; 4. Julius Caesar : Seven Roman Statesmen, Life of Julius 
Caesar ; 5. Jesus Christ : The Syrian Christ, Harmony of the Gospels ; 6. St. 
Paul ; St. Paul the Traveler and Rohian Citizen ; 7. Marcus Aurelius : Golden 
Book of Marcus Aurelius, Marcus Aurelius and the Later Stoics; 8. St. Augus- 
tine : Confessions ; 9. Mohammed : Heroes and Hero Worship, Mohammed and His 
Power ; 10. Alfred the Great : Story of King Alfred, Life and Times of Alfred the 
Great ; 11. Joan of Arc : Jeanne D'Arc, Joan of Arc ; 12. Dante : Makers of Flor- 
ence, Vision of Dante Alighieri ; 13. Michael Angelo : Makers of Florence, 
Michael Angelo ; 14. St. Francis of Assisi : Everybody's St. Francis, Life of Fran- 
cis of Assisi ; 15. William of Orange : William the Silent, Rise of the Dutch Re- 
public ; 16. Galileo : Great Astronomers ; 17. Shakespeare : Shakespeare, His 
Mind and Art, Life of Shakespeare ; 18. Moliere : Moliere, His Life and Works ; 
19. Cromwell : Life of Cromwell ; 20. Napoleon : History of Napoleon Bonaparte. 
Napoleon — Warrior and Ruler ; 21. Pestalozzi : Pestalozzi, His Life and Work ; 
22. Goethe : Life of Goethe ; 23. Rousseau : Rousseau and Naturalism in Life and 
Thought ; 24. Darwin : Life and Letters ; 25. Scott : More Than Conquerors, Life 
of Scott ; 26. Livingstone : More Than Conquerors, Personal Life of David Liv- 
ingstone ; 27. Florence Nightingale : Life of Florence Nightingale ; 28. Elizabeth 
Frye : Story of Elizabeth Frye ; 29. Pasteur : More Than Conquerors, Life of 
Pasteur ; 30. Tolstoi, the Man and His Message, Reminiscences. 

Reading Course No. 9, Thirty American Heroes : 1. Columbus : Columbus the 
Discoverer ; 2. Father Marquette : Heroes of the Middle West, Father Marquette ; 
3. William Penn ; William Penn, The True William Penn ; 4. Washington ; Wash- 
ington, A Virginia Cavalier, George Washington; 5. Franklin : Benjamin Frank- 
lin, Autobiography of Franklin, Life of Franklin ; 6. Hamilton : Alexander 
Hamilton ; 7. Jefferson : Life of Jefferson, Life and Writings of Thomas Jeffer- 
son ; 8. Daniel Boone: Daniel Boone, Daniel Boone and the Wilderness Road: 
9. George Rogers Clark: How George Rogers Clark Won the Northwest, The 
Winning of the West ; 10. Lincoln : Men Who Made the Nation, A Short Life of 
Lincoln ; 11. Lee : Life of Lee, Lee, the American ; 12. Horace Mann : Horace 
Mann, Educator, Patriot and Reformer ; 13. Hawthorne : Life of Hawthorne ; 
14. Parkman: Life of Parkman ; 15. Sidney Lanier: Life of Sidney Lanier: 16. 
Mark Twain : Boy's Life of Mark Twain, Life of Mark Twain ; 17. Morse : 
Masters of Space, Letters and Journals ; 18. Fulton : Robert Fulton ; 19. McCor- 
mick : Cyrus Hall McCormick ; 20. Edison : Thomas A. Edison, Life of Edison ; 
21. Booker T. Washington : Up From Slavery ; 22. Trudeau : Autobiography of 
Edward L. Trudeau ; 23. Jacob Riis : The Making of an American ; 24. John 
Muir: Story of My Boyhood and Youth; 25. John Burroughs: Our Friend, John 
Burroughs; 26. Mary Lyon: Life of Mary Lyon; 27. Frances E. Willard : Life 
of Frances Willard ; 28. Clara Barton : Life of Clara Barton ; 29. Alice Freeman 
Palmer: Life of Alice Freeman Palmer; 30. Anna Shaw: Story of a Pioneer. 

Reading Course No. 10, American History : 1. European Background of 
American History; 2. The Colonies; 3. Montcalm and Wolfe; 4. Old Virginia 
and Her Neighbors ; 5. Beginnings of New England ; 6. Men, Women, and 
Manners in Colonial Times ; 7. Dutch and Quaker Colonies in America ; 8. The 



THE COMMUNITY PROBLEM. 7 

American Revolution ; 9. Lecky's American Revolution ; 10. Story of the Revo- 
lution ; 11. Critical Period of American History; 12. Henry Clay; 13. Life of 
George Washington; 14. Rise of the New West; 15. Winning of the West; 
16. Economic History of the United States ; 17. Division and Reunion ; 18. The 
Lower South in American History; 19. Abraham Lincoln; 20. Reconstruction, 
Political and Economic; 21. National Problems (1884-1897) ; 22. America as a 
AVorld Power; 23. America in Ferment. 

There are about 8,000 readers now enrolled in the reading circle. 
Among these are men and women, boys and girls, in almost every 
profession and occupation. In New York State 720 are enrolled; 
Pennsylvania, 522; California, 477; Ohio, 440; Massachusetts, 413; 
New Jersey, 346 ; Oregon, 286. Enrollments have been made in 
Alaska, Canada, Canal Zone, China, France, Hawaii, Porto Rico, 
and Philippine Islands. 

State libraries cooperate. — State libraries will furnish the books 
for readers in the reading circle of the Bureau of Education and 
cooperate in every way as far as their funds permit, as follows : Cali- 
fornia, Connecticut, Delaware, Illinois, Indiana, Iowa, Kansas, Ken- 
tucky, Maine, Massachusetts, Michigan, Minnesota, Missouri, Mon- 
tana, Nebraska, Nevada, New Jersey, New York, North Dakota, 
Ohio, Oregon, Pennsylvania, Rhode Island, South Dakota, Texas, 
Utah, Vermont, Virginia, Washington, Wisconsin, and Wyoming. 

Many local libraries have taken active part in enlisting readers and 
in securing the books. 

Reading circles formed. — Reading circles have been formed by in- 
dividuals, teachers, and librarians. In California the largest circle 
has been in existence nearly three years. It has an enrollment of 
108 mothers and teachers, and an active membership of 70. The suc- 
cess of this circle is due to the leadership. 

THE COMMUNITY PROBLEM. 

Cooperation between home and school was further developed 
throughout the States during the years 1916~17, 1917-18, and is 
becoming a recognized necessity in communities of thinking parents. 
Education in the home must be supplemented by education in the 
school, and vice versa. When this is sufficiently understood there 
will be fewer misunderstandings between parents and teachers and 
greater intelligence in the training of the children at home and at 
school. 

Parent-teacher associations. — An increased number of parent- 
teacher associations has been reported and there is a noticeable at- 
tempt to serve the community in a better and more effective way in 
the work of these organizations. 

Two States, Michigan and Kentucky, have effected State organiza- 
tions of parent-teacher associations. Local organizations of parent- 



8 HOME EDUCATION. 

teacher associations in towns and cities have increased in number 

according to report received by the Bureau of Education, which, 

through the cooperation of the woman's department of the National 

Council of Defense, is preparing a list of such organizations. About 

7,000 organizations are engaged in activities relating to the home 

and the school. To promote this work the Bureau of Education, 

through its home education division, has sent out publications as 

follows : 

How to Organize Parent-Teacher Associations ; How the Parent-Teacher As- 
sociation Helps the Home, the School, and the Community ; Suggestions for a 
Program ; Keeping the Children in School ; Suggestions for War-Time Activities 
of Parent-Teacher Associations ; Suggestions for Leisure Hours of Children ; 
The Des Moines Plan of Parent-Teacher Associations; Aims and Purposes 
of Education. 

The National Congress of Mothers and Parent-teacher Associations 
has cooperated with the Bureau of Education since 1913 in carrying 
on the work of home education. This organization has given ma- 
terial aid as well as publications to further the work. 

Through the kindergarten division of the Bureau of Education, 55 

circular letters were issued on the training of little children. These 

letters, prepared by mothers who were trained as kindergartners, 

deal with the following subjects: 

Story-telling for Patriotism ; The Child is Not a Possession ; Love and Pa- 
tience Accomplish Most with Children ; How the Children Keep a Weather 
Calendar ; Give Children Toys which Answer Their Needs ; The Intelligent 
Mother May Guide a Child's Play. 

A notable publication of the year 1917 on the function and de- 
velopment of parent-teacher associations and the reasons why they 
should be organized in every school district was Angelo Patri's A 
Schoolmaster of the Great City. 

The author's own experience as pupil, teacher, and school principal 
is the basis upon which he has founded his opinions and developed his 
work. He discovered that the problems of the school were com- 
munity problems ; that " the culture of children would have to be 
a cooperative effort between the people and the teachers." In a 
chapter on " The parents at work " all of the essentials are presented 
for developing the work of parents and teachers, gradually drawing 
together the home and school, and bringing the collective influences 
to bear upon the education of the children and their natural develop- 
ment. 

During 1917 parents' meetings in a New York City school were 
the outcome of this realization. It has been generally conceded that 
play and recreation have a direct bearing upon the healthy life of 
the community. It is witli this in view that the Bureau of Educa- 
tion has sent out letters with suggestions regarding the "Leisure 



THE COMMUNITY PROBLEM. 9 

hours of children." No less important are the hours of little chil- 
dren when most of their activities are connected with play. 

The Committee on Public Information of the city of Boston, 
through its women's committee, issued leaflets in which are sug- 
gested Home Playthings for Children — Leaflet No. 1, the first three 
years, and Leaflet No. 2, play and work for children from 3 to 6 years 
old. These leaflets, distributed at the Children's House in Boston, 
offer rich opportunity for the development of the children. 

The following two lists of toys and objects are printed in leaflet 
form, Nos. 1 and 2 : 

Toys for the first three years. — Ball, colored worsted ball hung above crib 
(to look at or to play with) ; rattle, celluloid dumb-bell (to hold and to shake) ; 
prisms, hung in sunny window (for color) ; cloth bag filled with newspaper, 
hung in crib (to kick) ; other objects above crib (to reach) ; rubber doll or 
animal ("to chew and to admire") ; floating bath toys (to divert) ; big soft 
ball (to creep after) ; small celluloid ball (to bounce) ; cloth picture books; 
rag doll (to hug and love) ; soft animals (Teddy bears, cats, etc.) ; simple 
wooden carts (to drag about) ; simple wooden animals (to drag about) ; kiddy- 
kar, or rocking-horse chair (for physical ex3rcise and for fun). 

Toys for children from 3 to 6 years of age. — For playing bouse — dolls (large 
and small), furniture (beds, tables, chairs, etc., well made), carriage, tea sets, 
stove, kitchen dishes (tin), carpet sweeper, tub washboard, etc.; for farming — 
barn and barnyard animals in plenty, Noah's arks, wagons (with horses to 
harness), wheelbarrows, wagons (large), reins; for transportation — trains of 
cars, model wood toys (trains, motors, etc.) ; for building — blocks (well-made 
cubes, bricks, etc.) ; games — picture-puzzle blocks, tops, tenpins, balls (large 
and small), bean bags, soap-bubble pipes (clay) hand-wo,rk materials (black- 
board-fastened to wall), large colored crayons, large pencils, blunt scissors, 
plasticine or clay, paints (tube paints, large Japanese brush), pictures and 
paste for scrapbook making, paper and cardboard to make toys, toy making 
from boxes and other materials in the home, materials from out of doors (seed 
stringing, burdock furniture making, acorn tops, tea sets, etc.). 

Department of Labor. — Education in the home has been stimulated 
by the movements to conserve child life. Literature on the care of 
babies has been issued by Government and State authorities, so that 
every mother in every State may learn about the needs of her child. 
The " Children's year," instituted in 1917 by the Children's Bureau 
of the United States Department of Labor, has done much to bring 
communities to a realization of the value of child life and has helped 
in establishing clinics where babies have been weighed and measured. 
Parents and teachers have cooperated in this form of child-welfare 
work. The program included the saving of 100,000 babies during 
the year. With the cooperation of the woman's committee of the 
National Council of Defense local committees were formed in each 
State and each State was assigned its quota of children to be saved. 

To assist in carrying on this work the Department of Labor issued 
leaflets and circular letters. These publications are a contribution 



10 HOME EDUCATION. 

to home education which are valuable in the conservation of child 
life. 

Some of the leaflets are: 

Children's Year Working Program; Children's Health Centers; The Public 
Health Nurse; Saving Mothers; The Children's Year Campaign; Save 100,000 
Babies ; April and May Weighing and Measuring Test, Part 1 ; April and May 
Weighing and Measuring Test, Part 2 ; April and May Weighing and Measuring 
Test, Part 3. 

Through the press service the Children's Bureau issued circular 
letters of value to mothers under the following headings : 

American Mothers, Attention ! ; Doing War Work at Home ; When to Begin 
the Care of a Baby; American Mothers, Will You Help "To Hold the Line"?; 
American Mothers, Uncle Sam is Depending on You ! ; Children and War Food 
Substitutes ; American Mothers, Watch Your Children's Teeth ! ; The Nation's 
Eyes ; The Family Purse and the Children's Food ; War Savings and Children's 
Summer Clothing; The Fourth of July and Baby Saving; Keeping Baby Fit 
in Summer ; The Mother and the Problem of Child Labor ; Traveling with Chil- 
dren ; Patriotism and Play ; What One Family is Doing for Play Week ; Play 
and War Savings ; Teaching Children to Play the Game ; When is a Child 
Healthy?; The Good Manners of To-day; and "Carrying on" the Baby Test. 

Department of Agriculture. — The care of the family has received 
much attention by the United States Food Administration. The nec- 
essary restrictions incident to war conditions have created a demand 
for information regarding food. Food leaflets have been issued re- 
garding Milk, Vegetables in Winter, Potatoes, Dried Peas and 
Beans, Save Sugar, Wheatless Breads and Cakes, Fresh Vegetables, 
Use More Fish, Rice, Hominy, Start the Day Right, A Whole Din- 
ner in a Dish, Choose Your Food Wisely, Instead of Meat, Food for 
Your Children, etc. The Food Thrift Series has been helpful to 
the home-maker. 

Department of Commerce. — The Bureau of Standards of the De- 
partment of Commerce has issued a bulletin on Materials for the 
Household dealing with structural materials, flexible materials, sta- 
tionery cleansing agents, fuels, etc. 

Treasury Department. — A publication of the Public Health Serv- 
ice which is much needed in the homes is the one on Prevention of 
Disease and Care of the Sick which has recently been published. 

STATE BOARDS OF HEALTH AID HOME EDUCATION. 

Some of the States through their boards of health have supplied 
the homes during the past two years with educational material re- 
garding the care and feeding of children. The following States have 
issued Mothers' Handbooks which are now available under various 
titles: Indiana, Massachusetts, Mississippi, Montana, Nebraska, New 
York, North Carolina, South Dakota, Utah, Washington, Wisconsin. 



STAJTE BOARDS OF HEALTH. 11 

It is evident that State boards of health are supplying in these 
bulletins ample information regarding the value and need of birth 
registration and of how infant mortality may be reduced. Scien- 
tific knowledge for the mother regarding her own care and the care 
of her baby is included in all of these bulletins. At least two States 
make use of Dr. L. Emmett Holt's Save the Babies, published by the 
American Medical Association. 

The baby's food is given much attention and there is always in- 
cluded a section on the preparation of artificial food and the dan- 
gers to be avoided. There is a certain uniformity in the form of 
these handbooks indicating perhaps a concerted action on the part 
of State boards of health to provide the home with scientific informa- 
tion in the effort to conserve human life. 

Kansas has included some suggestions on the physical, mental, 
moral, and social development of the child at different periods, also 
suggestions on education through play. 

Many of the State boards of health, not having handbooks de- 
voted to child welfare, have included in their monthly publications 
articles on the care and feeding of babies. Several bulletins of the 
West Virginia State Department of Health have been almost ex- 
clusively devoted to the care of babies. Pennsylvania has issued 
several bulletins devoted to infant life. 

Another publication on child care that finds its way into the homes 
is in the form of leaflets and letters. At least two States send out 
letters to expectant mothers. Massachusetts, New York, and Penn- 
sylvania send literature in foreign languages. 

The following list of publications for home use has been made 
from material available in various States during 1916-1918. It is 
probable that there is still other material issued by the States which 
is not listed : 

BABY BULLETINS. 

California. — Saving the Babies ; Children's Year Bulletin ; Childhood and 
Health. 

Connecticut. — Uses Government bulletins. 

Idaho.— If You Have a Baby ; The Child. 

Illinois. — Our Babies ; Better Babies ; Register the Baby's Birth ; Prevention 
of Blindness in Babies. 

Iowa. — His Lordship the Baby ; Save the Babies ; Measles, Bulletin No. 4. 

Kansas. — Conservation of Child Life; Letters to Expectant Mothers; Kan- 
sas Mothers' Book. 

Maine. — Feeding and Care of the Baby ; Hints on Nursing the Baby, Circu- 
lar 27 ; Diet of Children ; Health of Home and School, Leaflets Nos. 24, 26, 21. 

Massachusetts.— Food for Children Two to Six Years Old ; Baby and You ; 
Letter to an Expectant Mother; For Mothers with Babies (in seven foreign 
languages). 

Montana. — Care of Children in War Time. 



12 HOME EDUCATION. 

Nebraska.— Your Baby, How to Keep It Well, 1917. 

New Jersey. — The Public Health Nurse; Is Your Baby Registered: Saving 
Mothers. 

New York. — Save the Children. 

North Carolina. — How to Keep Your Baby Well ; Save the Babies ; Baby 
Welfare. 

Oregon. — To Expectant Mothers; Are Your Baby's Eyes Sore? 

Utah. — Save the Babies. 

Washington. — Is Your Baby Healthy? 

LEAFLETS AND CIRCULARS ON CHILD CARE. 

Idaho. — If You Have a Baby. 

Maine.— Diet for the Child (12 to 18 months) ; Diet for the Child (18 months 
to 3 years) ; Diet for the Child (3 to 6 years) ; Leaflet No. 21, Health of Home 
and School, Emergencies in Childhood; Leaflet No. 24, Health of Home and 
School ; Leaflet No. 26, Guideboards to Infant Welfare ; Circular No. 271, Hints 
on Nursing the Baby. 

Massachusetts. — List of Illustrated Lectures and Moving Pictures on Health 
Topics. Films on child welfare are available on Bringing It Home, The Long 
Versus the Short Hand, etc. ; For Mothers with Little Babies (translations 
in French German, Greek, Italian, Polish, Portuguese, and Yiddish) ; A Health 
Creed for Masachusetts Boys and Girls ; Food for Children from Two to Six 
Years Old. 

Neiv Jersey. — The Public Health Nurse ; Saving Babies a Community Prob- 
lem; Is Your Baby Registered?; Saving Mothers. 

New York. — Special Bulletin No. 1, Infant Welfare Campaigns ; Special Bul- 
letin No. 2, Before the Baby Comes ; Circular No. 3, The New-Born Baby ; 
Circular No. 4, Artificial or Bottle Feeding ; Circular No. 5, The Summer Care 
of Babies ; Circular No. 6, Care of Milk in the Home ; Circular No. 7, From the 
Bottle to Table Food ; Circular No. 8, Avoid Infection ; Circular No. 14, 1917, 
The Conduct of an Isolation Period for Communicable Diseases in the Home; 
Circular No. 19, 1917, Amusements for Convalescent Children ; Circular No. 22, 
1917, Sore Eyes of New-born Babies. 

BULLETINS ON CHILD WELFARE. 

North Carolina. — Special Bulletin No. 50, How to Keep Your Baby Well ; 
Special Bulletin No. 75, Baby Welfare. 

North Dakota. — Child Conservation. 

Oregon. — To Expectant Mothers; Are Your Baby's Eyes Sore? 

Pennsylvania. — Form 20, Save the Babies (published in English, German, 
Italian, Polish, Slovak, Yiddish, Lithuanian, and Magyar); Form 45, Flies; 
Form 47, Birth Registration (published in English, German, Italian, Polish, and 
Slovak) ; Form 48, Home Milk Supply (published in English, German, Italian, 
Polish, and Slovak) ; Form 49, Blindness in Infants. 

South Dakota. — Save the Babies. 

Washington. — Is Your Baby Healthy? 

Wisconsin. — Baby Bulletin. 

The divisions of child hygiene in the Kansas and Massachusetts 
State Departments of Health issue letters to expectant mothers once 
each month on prenatal care. 



BULLETINS ON CHILD WELFARE. 13 

In New York and Kansas "Little Mothers' Leagues" have been 
organized under the direction of the State departments. Leaflets are 
issued to help in organizing young girls in helping their parents on 
the care and training of young children. 

A recent bulletin on the Care of Children in Wartime, issued by 
the Montana State Board of Health, has some interesting and valu- 
able data on the "Lessons taught by the war," "Infant mortality," 
" Lax school laws," and " Feeding of school children." Montana has 
also issued a useful outline for a Study Course on Public Health. It 
contains an outline for the study of many subjects relating to family 
life, among them being "The homemakers' responsibility," "The 
care of food," " Health and the house," etc. 

In many States the bulletins of the State boards of health, issued 
regularly during the past two years, contain material especially 
prepared for the home. The following partial list will give an 
idea of what some States are doing : 

Kansas.— Bulletin, Vol. XII, No. 12, 1917; The Conservation of Child Life, 
(1) ".Reduction of the infant mortality rate; Blank for child conservation 
house-to-house survey," etc. (2) "Care and treatment of dependent and crip- 
pled children"; (3) "Public health protection of school children"; Bulletin, 
Vol. XIV, No. 7, July, 1918, When and How to Tell the Story of Life ; Bulletin, 
Vol. XIII, No. 12, 1917 ; The Conservation of Child Life. 

Kentucky. — Bulletin, Vol. V, May, 1915, Household Economics, (3) "Making 
a home," (5) "Needs of the home," (6) "Suggestions for study," (10) "A 
modern farm kitchen," (11) "Rights of the child," (12) "Care of the children 
in the home." 

Maine.— Bulletin, Vol. IV, No. 2, March, 1916. 

Michigan.— Public Health Bulletin, Vol. VI, No. 4, April, 1918, "General 
care of the baby," " Child-welfare campaign," " Problem of clothes for little 
ones," " Child welfare," etc. 

New Hampshire. — Bulletin, Vol. IV, No. 6. April, 1916, "The summer care 
of infants," " Save the babies' eyes," etc. 

New York. — Health News, new series, Vol. XIII, No. 5, May, 1918, Save the 
Children, etc. ; Special Bulletin No. 1 ; Infant Welfare Campaigns ; Circular 
No. 27, Milk and Its Relation to Health. 

North Dakota. — Bulletin, Vol. II, No. 2, April, 1918, child welfare number. 

Pennsylvania. — Bulletin, No. 16, The Conservation of Infant Life in Penn- 
sylvania ; Bulletin No. 31, The Baby the Most Important Problem in Modern 
Life ; Bulletin No. 34, How to Organize a Baby-Saving Show ; Bulletin No. 69, 
Flies a Factor in Infant Mortality. 

West Virginia.— Bulletin, Vol. IV, No. 3, July, 1917, "Care of the baby," 
11 Register your baby," etc. ; Bulletin, Vol. V, No. 3, July, 1918, " The baby sav- 
ing campaign," " Save the babies." " The care of the babies," etc. ; Bulletin, 
Vol. V, No. 2, April, 1918, "A drive for baby saving," "Motherhood and prep- 
aration for it," " Baby welfare," etc. 

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